How to help your students become aware of hunger insecurities:
Family tradition
Materials:
Teacher will discuss the term "family tradition" with the class. Bee-Bim Bop! By Linda Sue Park will be read to the class. This book shares a story of a hungry child helping her mother make bee-bim bop: shopping, preparing ingredients, setting the table, and sitting down to enjoy a favorite meal. After reading the book the teacher will have a class discussion about what family traditions might be taking class in their homes. The teacher will ask the students to go home and discuss with their families what food traditions they have. Students will work with parents to create a dish that has a story behind it. They will then bring in the dish and recipe to share with the class and tell why it is a tradition in their family. If students are older they might write the story of family tradition.
Assessment:
Teacher can assess students knowledge of the term "family tradition". This assessment would be more of a checklist to make sure the students: brought in a dish, recipe, and have a story. Discussion before and after this activity is another form of assessment for the teacher.
Connection to Families:
Students get a chance to share some of their history with the class. Students can learn so much from one another. By allowing families to get involved in the learning process, the teacher is sparking an interest in the students' outside of school lives. Sharing the family stories and recipes students will get excited about who they are and where they come from.
- Bee-Bim Bop! By Linda Sue Park, Ho Baek Lee
- Paper
- Pencils
- Family Communication
Teacher will discuss the term "family tradition" with the class. Bee-Bim Bop! By Linda Sue Park will be read to the class. This book shares a story of a hungry child helping her mother make bee-bim bop: shopping, preparing ingredients, setting the table, and sitting down to enjoy a favorite meal. After reading the book the teacher will have a class discussion about what family traditions might be taking class in their homes. The teacher will ask the students to go home and discuss with their families what food traditions they have. Students will work with parents to create a dish that has a story behind it. They will then bring in the dish and recipe to share with the class and tell why it is a tradition in their family. If students are older they might write the story of family tradition.
Assessment:
Teacher can assess students knowledge of the term "family tradition". This assessment would be more of a checklist to make sure the students: brought in a dish, recipe, and have a story. Discussion before and after this activity is another form of assessment for the teacher.
Connection to Families:
Students get a chance to share some of their history with the class. Students can learn so much from one another. By allowing families to get involved in the learning process, the teacher is sparking an interest in the students' outside of school lives. Sharing the family stories and recipes students will get excited about who they are and where they come from.
STARTING THE DAY RIGHT
Materials:
The file below
Coloring Materials
Procedure: Want an activity that is great morning work and gets the children thinking about hunger. Click the file below for an easy print out activity. It discusses the important of breakfast, the new plate requirements, recipe and a fun word scramble.
Assessment:
Teachers can collect the activity to see which children are understanding the new food plate requirements. Teacher can take notes on what else needs to be be taught and which students are not eating breakfast. This is more of an assessment tool and should be sent home to parents.
Connection to Families:
This activity give recipes that families can make at home. It will raise awareness to families about important facts to eat a healthy breakfast.
The file below
Coloring Materials
Procedure: Want an activity that is great morning work and gets the children thinking about hunger. Click the file below for an easy print out activity. It discusses the important of breakfast, the new plate requirements, recipe and a fun word scramble.
Assessment:
Teachers can collect the activity to see which children are understanding the new food plate requirements. Teacher can take notes on what else needs to be be taught and which students are not eating breakfast. This is more of an assessment tool and should be sent home to parents.
Connection to Families:
This activity give recipes that families can make at home. It will raise awareness to families about important facts to eat a healthy breakfast.
cooking-matters-educators-breakfast-boost.pdf | |
File Size: | 819 kb |
File Type: |
DIALOGUE JOURNALS FOCUSING ON ISSUES OF HUNGER
Materials:
Journals
Pencil
Uncle Willie and the Soup Kitchen by DyAnne DiSalvo-Ryan
conversation starters
Procedure: Ask the students if they have ever felt hungry and ask what that felt like. Explain that the hunger they may have felt between meals is not like what many people may experience.
Read aloud Uncle Willie and the Soup Kitchen. After reading the story discuss the reason for soup kitchens and why they are needed and what they do to help. In their journals students should draw two pictures: one of someone who is hungry and another of someone who is well-fed. Students should write questions in their journals that they are about hunger; conversation starters: why are people hungry? What can we do to help?
Assessment:
The teacher will observe to see if students have understood the lesson and make sure that the dialogue in their journal is complete.
Connection to Families:
Families should respond to the questions in the dialogue journals and answer their students questions. Families are connected and learn from each other through written dialogue and are able to express themselves in the journal. Parents and students learn from each other and also have the opportunity to create genuine, meaningful conversations around issues of hunger.
What's that?
Materials:
Cantaloupe, pineapple, honeydew mellon, or other type of large fruit.
Venn diagram
Pencil
Procedure:
Show the students the whole fruit that you have chosen. Ask them if they know what it is, or where they may have seen it. Pass the fruit around the class and have the students describe what it feels like, smells like, the texture of the object, and what they think it is used for. Explain to them that it is a fruit, and you can get it in a grocery store. Once you have shown them the whole fruit, cut it up into pieces and give a piece to each child. Have them taste it and describe what they think about the fruit. Have them think about things they've eaten before and see if they taste like the fruit they are currently eating.
Assessment:
The students can pick one food that they've eaten and compare it to the fruit they just tasted. They will use a Venn Diagram to compare and contrast the different food. After, the educator can facilitate a conversation about words that describe the fruit that you have picked and challenge them to use very descriptive adjectives to describe the fruit.
Connection to Families:
Understanding how to be healthy and what foods help contribute to health is something that is very important. With educating students on how to be healthy, parents can buy foods at the grocery store that are healthier for their families. Showing children foods that they may not be familiar with from the outside (honeydew, pineapple, cantaloupe), is providing them with knowledge to pass on to their parents.
Cantaloupe, pineapple, honeydew mellon, or other type of large fruit.
Venn diagram
Pencil
Procedure:
Show the students the whole fruit that you have chosen. Ask them if they know what it is, or where they may have seen it. Pass the fruit around the class and have the students describe what it feels like, smells like, the texture of the object, and what they think it is used for. Explain to them that it is a fruit, and you can get it in a grocery store. Once you have shown them the whole fruit, cut it up into pieces and give a piece to each child. Have them taste it and describe what they think about the fruit. Have them think about things they've eaten before and see if they taste like the fruit they are currently eating.
Assessment:
The students can pick one food that they've eaten and compare it to the fruit they just tasted. They will use a Venn Diagram to compare and contrast the different food. After, the educator can facilitate a conversation about words that describe the fruit that you have picked and challenge them to use very descriptive adjectives to describe the fruit.
Connection to Families:
Understanding how to be healthy and what foods help contribute to health is something that is very important. With educating students on how to be healthy, parents can buy foods at the grocery store that are healthier for their families. Showing children foods that they may not be familiar with from the outside (honeydew, pineapple, cantaloupe), is providing them with knowledge to pass on to their parents.
Farm to School
Teaching our students to become healthy eaters and take ownership of their food source can be a valuable and powerful resource. The link below will take you to the Georgia Organics website that talks about the Farm to School movement. There is a total of five units that are helpful in teaching students how to grow a gardren and become little farmers in the classroom and with their families!
Family day
Materials:
Fresh fruit, vegetables, granola, nuts, grains & more
Herb seeds
Soil
Metal cans
Procedure:
The teacher will plan a day where students and their families are invited to learn more about planting and healthy foods. This day will be filled with opportunities for families to mingle, taste different foods, understand the health benefits and plant their own herbs. Materials and demonstrations will be available for each family to plant their very own herbs. This event will provide an opportunity for students and families to see what the whole vegetable and fruit look like, as well as tasting the various foods provided.
Connection to Families:
Whole families will be invited to share this day together and get to know other families from their community.
Fresh fruit, vegetables, granola, nuts, grains & more
Herb seeds
Soil
Metal cans
Procedure:
The teacher will plan a day where students and their families are invited to learn more about planting and healthy foods. This day will be filled with opportunities for families to mingle, taste different foods, understand the health benefits and plant their own herbs. Materials and demonstrations will be available for each family to plant their very own herbs. This event will provide an opportunity for students and families to see what the whole vegetable and fruit look like, as well as tasting the various foods provided.
Connection to Families:
Whole families will be invited to share this day together and get to know other families from their community.
Extension opportunites
- Take a field trip to a local farm, super market, farmers market or grocery store
- Plant a school garden
- Visit at a food bank
- Host a food drive
- Create a recipe book (Sell to the community & proceeds going to a local charity)